Publication Details
Abstract
This study critically examines the Effectiveness of ASEI-Based Instructional Strategies in Shaping Students’ Attitude toward Drug Abuse Education (DAE) in Basic Science Classrooms. Within Abuja, Nigeria. Guided by two core research questions and hypotheses. The study adopted a quasi-experimental, pretest-posttest control group design, the research involved a purposive sample of 120 Basic II students from two co-educational public schools in the Abuja Municipal Area Council (AMAC). One school constituted the experimental group, receiving instruction through the ASEI-Based strategy, while the other functioned as the control group and was exposed to traditional teaching methods. Data were collected using the Basic Science Attitude Scale (BSAS), a 30-item instrument adopted from Eze, et. al (2020) to measure students’ attitudes toward drug abuse education. The instructional intervention lasted for four weeks, after which pretest and posttest attitude scores were compared using descriptive statistics and Analysis of Covariance (ANCOVA) to control for initial group differences. The results of the ANCOVA revealed significant differences in post-intervention attitude scores, indicating that students exposed to ASEI-based instruction developed more positive attitudes toward drug abuse education compared to their counterparts taught through conventional methods. Furthermore, findings showed no gender-based variations in attitude changes within the experimental group. These results underscore the pedagogical value of ASEI-based strategies in enhancing affective learning outcomes, especially in sensitive health-related education such as drug abuse prevention. Therefore, the study recommended among other that the use of ASEI-Based should be reinforced as student-centered pedagogy in addressing not only cognitive but also affective learning outcomes in science education, particularly in areas involving social and health-related issues.